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Academic Commons Search Resultsen-usAn Analysis of the Relation between Preschool Children’s Attention to Peers and the Presence of the Behavioral Developmental Cusp for Learning by Observationhttps://academiccommons.columbia.edu/catalog/ac:198608
Byers, Erika M.http://dx.doi.org/10.7916/D8ZP464DWed, 04 May 2016 21:30:15 +0000In 2 studies, I sought to determine the relation between peer attention and the behavioral developmental cusp for learning by observation. In Experiment I, I selected 21 preschool-aged participants with and without developmental disabilities and screened the participants for a) peer attention; b) observational performance; c) observational learning of new operants; and d) observational learning of reinforcers. The results demonstrated that each of the participants all fit into 1 of 4 groups, based on the presence of peer attention and the 3 types of observational learning. I implemented the peer-yoked contingency gameboard intervention for the 14 participants who did not demonstrate one or more types of observational learning. The results of Experiment I demonstrated that only the participants with peer attention in repertoire acquired all three types of observational learning as a function of the peer-yoked contingency gameboard observational intervention. Serendipitous findings yielded a possible correlation between the different types of observational learning. In Experiment II, I conducted repeated probes to determine if all three types of observational learning would emerge for participants with peer attention. All 6 of the participants in Experiment II acquired all three types of observational learning, as a function of the repeated probes. Observational learning developmental trajectory findings are discussed.Behavioral sciences, Special education, Learning, Education, Preschool, Education--Social aspectsemb2213Applied Behavior Analysis, Health and Behavior StudiesDissertationsTeaching Social Skills to Students with Autism Spectrum Disorders and Students with Intellectual Disabilitieshttps://academiccommons.columbia.edu/catalog/ac:187040
Kemp, Kalli Annhttp://dx.doi.org/10.7916/D8R78D99Mon, 11 May 2015 15:32:16 +0000Individuals with Autism Spectrum Disorders (ASD) and intellectual disability (ID) exhibit impairments in social functioning (American Psychiatric Association (APA), 2013). Social skills impairments of students with ASD and students with ID should be addressed by teachers using evidence-based strategies (Individuals with Disabilities Education Act, 2004; National Research Council, 2001). While several evidence-based strategies that address social skills have been identified in research (e.g. Reichow & Volkmar, 2010; Wong et al., 2014), little is known if teachers use these strategies with students with ASD and students with ID.
The present study used a researcher-designed questionnaire to examine teachers' reported knowledge, use, and attitudes towards evidence-based social skills strategies. This study used word-of-mouth sampling, and was based on teacher reports. Eight research questions were examined in this study. The first two research questions examined if teachers taught students with ASD and students with ID social skills, and if teacher characteristics were associated with whether or not they had taught social skills. The next research questions examined teachers' use of certain social skills strategies, the location, time, and frequency of use of the strategies, and the effectiveness of the strategies. The next research question addressed barriers or reasons that teachers do not use specific social skills strategies, as well as the barriers or difficulties teachers experience with teaching social skills to students with disabilities. Research question five examined the resources and supports teachers identify as needed for teaching social skills. Research questions six and seven examined social skills characteristics of students with ASD and students with ID, and if the characteristics of these students were related to whether or not they had received social skills instruction. Finally, research question eight examined student and teacher factors that are predictive of the students' social skills.
This study found that the majority of teachers reported that they taught social skills, and special education teachers seemed to be more likely to teach social skills than general education teachers. The most popular social skills strategies were prompting, reinforcement, and modeling, which were also ranked as the most effective strategies by teachers. The least frequently used strategies were Pivotal Response Training and video modeling. Teachers used social skills strategies most frequently in the special education classroom and during class instruction time.
The most frequently identified barrier to the implementation of social skill strategies was limited time to design social skills interventions. This related to the most frequently identified resource needed, which was the need for more planning time. Teachers also identified the lack of social skills curricula as a barrier and a needed resource.
Students with ASD and students with ID had social skills scores in the at risk range on the Social Emotional Assets and Resiliencies Scale (SEARS, Merrell, 2011), with the only difference between the two groups on the empathy scale. Two factors were found to predict students SEARS scores, which were having friends and more than 20 functional words.Special educationkak2192Intellectual Disabilities-Autism, Health and Behavior StudiesDissertationsThe Effects of the Establishment of Conditioned Reinforcement for Observing Books on Rate of Acquisition of Textual Responses with Two- to Four-Year-Old Participantshttps://academiccommons.columbia.edu/catalog/ac:184079
Buttigieg, Susan F.http://dx.doi.org/10.7916/D8PC3168Tue, 24 Feb 2015 12:16:22 +0000I tested the effects of conditioning books on the rate of acquisition of textual responses for 16 participants with (11 participants) or without (5 participants) developmental delays, ranging in age from 2.4 to 4.6 years old, in three experiments. Eight males and 8 females participated; the children were selected from an early intervention/preschool program that implemented a behavior analytic approach to all instruction, and they were selected for participation because they did not have book stimuli as conditioned reinforcers for observing, but they did have the necessary prerequisite skills in repertoire to acquire textual responses. The independent variable was the establishment of books as reinforcers for observing responses and as a preferred activity in a free play area. The dependent variable was the rate of acquisition of textual responses before and after books were established as conditioned reinforcers. The embedded dependent variable was the number of 5s intervals participants observed books in the free play setting, and the embedded independent variable was one of three methods of conditioning book stimuli (textual operant discrimination training, Pavlovian second order conditioning, or conditioning books through peer observation). A non-concurrent multiple pre- and post-intervention probe design across groups was used. In Experiment I, the participants ranged in age from 2.4 to 2.7 years old. Participants A and B acquired conditioned reinforcement for observing books as a function of mastering pre-requisite skills (word/picture discrimination) and one set of sight words. Participants C and D required stimulus-stimulus pairings to acquire books as conditioned reinforcers. Results showed that Participants A-D learned sight words 2.20 to 7.25 times faster as a function of having books as conditioned reinforcers. Experiment II differed in that: a) the participants were 3.7 and 4.6 years old, b) more sets of sight words were taught, and c) free play area probes were conducted with peers with and without books as conditioned reinforcers in a systematic fashion. Participant E acquired conditioned reinforcement for observing books as a function of mastering two sets of sight words. Participant F did not acquire books as conditioned reinforcers through sight word instruction, nor through stimulus-stimulus pairings, but did acquire conditioned reinforcement for observing books as a function of the conditioning books through a peer observation intervention. Results indicated that Participants E and F learned sight words 1.6-2.06 times faster than in pre-intervention conditions. Experiment III differed in that a) additional sight words were taught and b) free play sessions were conducted without peers. Results showed that Participants A1- C3 learned sight words 1.5 to 9 times faster (mean= 3.28 times faster) with the exception of Participant A4, who required a mean of one more session (mean of 3.5 sessions to 4.5 sessions) in post-intervention conditions. Participants A2, A4, B3, and C1, acquired books as reinforcers as a function of textual operant discrimination training (TODT). Marked increases in observing books was noted for Participant C3 after TODT, but not to criterion levels. TODT was not effective for Participants A1, A3, B2, and C2, but Pavlovian second order conditioning (PSOC) was effective for these participants. Neither TODT nor PSOC was successful in conditioning books as reinforcers for Participant B1, but conditioning books through peer observation was successful. Results are discussed in terms of: (a) the different interventions to condition books as reinforcers individualized per the repertoires of the participants, (b) the establishment of books as reinforcers as a developmental cusp, and (c) supporting the argument for the establishment of books as conditioned reinforcers as an empirical definition of reading readiness. Word count: 580 Keywords: stimulus-stimulus pairing, book conditioning, sight words, learn units to criterion, nursery school students, developmental delays, reading readinessReading instruction, Education, Special educationsfb2120Health and Behavior StudiesDissertationsThe Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solvinghttps://academiccommons.columbia.edu/catalog/ac:176864
Fas, Tsambikahttp://dx.doi.org/10.7916/D88K7772Mon, 07 Jul 2014 11:56:34 +0000I tested the effects of mastery of writing mathematical algorithms on the emergence of complex problem solving using a time-lagged multiple probe design across matched pairs of participants. In Experiment 1, 6 participants enrolled in third grade, ranging in age from 8 to 9 years, were selected because they were unable to write mathematical algorithms despite mathematical proficiency. The dependent variables were pre and post algorithm instruction probes consisting of verbally governing algorithm probes and abstraction to complex problems. Abstraction to complex problems was defined as solving untaught complex problems by applying taught algorithms. Verbally governing responses were defined as a functional algorithm on how to complete the mathematical problem. The independent variable was algorithm instruction which consisted of two teacher antecedent models for less complex problems, using an algorithm to complete the problem, then writing the algorithm, followed by learn units to the participants who served as writers. A peer-yoked contingency was implemented to teach the functionality of writing algorithms by providing an establishing operation for participants. The writer solved a mathematical problem and then wrote the algorithm on how to solve the problem. If, after one attempt, the reader solved the problem correctly, both participants moved up on the game board, however, if the reader was unable to solve the problem correctly, the experimenter moved up a space on the game board. In Experiment 2, the effects of the algorithm procedure were further tested with 4 new participants enrolled in second grade and ranging in age from 7 to 8 years. The differences between Experiment 1 and 2 were the age and grade level of the
participants as well as the mathematical content taught. The mathematical content taught in Experiment 1 was fractions and multiplication and addition and fractions in Experiment 2. Results of the study show all participants acquired the capability to abstract more complex mathematical skills and write functional algorithms for mathematical problems solved. Participants' overall mathematical skills increased from skill levels prior to algorithm instruction. After serving as a writer, participants were able to abstract two more complex mathematical problems without receiving additional instruction.Mathematics education, Behavioral sciences, Special educationtmf2107Applied Behavior Analysis, Health and Behavior StudiesDissertationsThe Effects of the Listener Emersion Intervention on Rate of Learning and Increases in the Naming Capability in Preschool Children with Developmental Delayshttps://academiccommons.columbia.edu/catalog/ac:176830
Goswami, Ananyahttp://dx.doi.org/10.7916/D8PV6HJHMon, 07 Jul 2014 11:54:40 +0000I tested the effects of the listener emersion protocol on rate of learning across academic instruction and the emergence of Naming. In two experiments, using a delayed multiple probe design, I first tested the effects of the listener protocol and then tested for the emergence of the listener and speaker components for Naming. In Experiment I, the participants were three preschoolers with developmental delays who had a limited repertoire of listener skills and had difficulty meeting their instructional objectives. None of them emitted a selection or listener response following mastery of match-to-sample responses for visual stimuli while hearing the word for the stimuli they matched during the listener half of Naming probes. Prior to the onset of the listener emersion training, participants' academic curricula were suspended and they were immersed in learning instructional sets of listener responses. The instructional procedure required the participants to respond only to the auditory properties (speech sound combination) of speech presented to them face-to-face, as well as to voices recorded on tape. This was done until the participants acquired both accuracy and rate of responding criteria for all the sets of the listener emersion protocol. Results from this experiment showed that mastery of the listener emersion protocol accelerated participants' rate of learning (decreased their learn units-to-criteria) to meet instructional objectives. The listener half of Naming emerged for two out of the three participants. In Experiment II, the listener
emersion protocol was used to test for the emergence of the speaker and the listener component of Naming for four preschoolers who had more vocal verbal behavior and faster rates of learning than the first group of participants. An additional novel set (two- dimensional stimuli) was used to test for the emergence of Naming. Results from Experiment II showed that the listener emersion protocol was effective in increasing the rate of learning for all participants. In addition, the listener and speaker halves of Naming emerged for two of the four participants.Special educationApplied Behavior Analysis, Health and Behavior StudiesDissertationsEffects of the Elimination of Stereotypy on the Emission of Socially Appropriate Verbal Interactions for Students with Autism Who Have Audience Controlhttps://academiccommons.columbia.edu/catalog/ac:175665
Han, Helenahttp://dx.doi.org/10.7916/D82V2D8KMon, 07 Jul 2014 11:37:27 +0000I tested the effects of contingent auditory feedback on the elimination of stereotypy in a delayed non-concurrent multiple probe design with multiple treatment reversals, counterbalanced across 2 male elementary school students with autism spectrum disorders (ASD) in Experiment I. My findings supported evidence for the effectiveness of contingent addition or removal of auditory stimuli (Hugh-Pennie, 2006) in reducing the frequency levels of stereotypy and increasing self-awareness of one's own stereotypic behaviors. In addition, generalization effects were demonstrated as a result of the shift of the discriminative stimulus (SD) from the presentation of the auditory feedback device to the presence of the experimenter. Thus, the stimulus control of a verbal audience in one setting (with a direct intervention) transferred to another setting (i.e., the instructional periods) without a direct auditory feedback intervention. However, during the 3-month follow-up probes, both participants' frequency levels of stereotypy returned to the initial levels. As an extended test of auditory feedback, Experiment II used a within-subjects delayed non-concurrent multiple probe design with multiple treatments across 4 participants, who had audience control, to test the effects of contingent auditory feedback on the elimination of stereotypy and the emission of socially appropriate verbal exchanges (i.e., conversational units) during academic, lunch, and recess periods in the mainstream general education settings in the presence of typically developing peers. All participants were diagnosed with ASD and attended a combined 3rd to 5th grade self-contained special education classroom in a public elementary school. The results of Experiment II showed a functional relation between the implementation of auditory feedback procedure in mainstream general education settings and the increased emission and initiation of socially appropriate verbal exchanges by both the typically developing peers and the participants as the participants' emission of stereotypy decreased. In addition, generalization effects were demonstrated in the self-contained special education settings in the absence of typically developing peers without a direct intervention (i.e., all participants' emission of stereotypy decreased while their initiation of conversational units with peers increased).Special education, Elementary education, Behavioral scienceshsh2117Applied Behavior Analysis, Health and Behavior StudiesDissertationsFactors Associated with Peer Aggression and Peer Victimization Among Children with Autism Spectrum Disorders, Children with Other Disabilities, and Children Without a Disabilityhttps://academiccommons.columbia.edu/catalog/ac:173473
Mallory, Sarah B.http://dx.doi.org/10.7916/D8J67DZ7Tue, 18 Feb 2014 14:49:48 +0000Peer aggression can take the form of physical hostility, adverse peer pressure, teasing, shunning, and social rejection (Little, 2002). Repeated acts of peer aggression are considered peer victimization and affect children with disabilities more often than children with no reported disabilities or psychiatric disorders (Baumeister, Storch, & Geffken, 2008; Pittet, Berchtold, Akre, Michaud & Suris, 2011). Personal characteristics and contextual factors have been linked to higher rates of peer aggression and the presence of peer victimization (Baumeister, et al., 2008; Bejerot & Morthberg, 2009; Boivin, Vitaro, & Bukowski, 1999; Hodges, Boivin, Vitaro, & Bukowski, 1999; Mishna, 2003). Youth who have experienced peer victimization have been found to suffer consequent loneliness, depression, low self-esteem, anxiety and suicidal ideation (Bond, Carlin, Thomas, Rubin, & Patton, 2001; Hawker & Boulton, 2000; Hunter, Boyle & Warden, 2007; Siegal, La Greca, & Harrison, 2009). The present study used a caregiver survey to investigate experiences of peer aggression and peer victimization, as well as factors linked to such victimization among children with autism spectrum disorders (ASD), with other disabilities (OD), and without disabilities (WD). The main analyses addressed five sets of research questions. The first three research questions pertained to all three groups of participants and (1) compared rates of peer aggression and the proportion of children who experienced peer victimization between the ASD, OD and WD groups, (2) asked which personal factors were associated with peer aggression and peer victimization, and (3) asked which personal factors best predicted peer aggression and peer victimization. The last two research questions pertained to the ASD and OD groups only (disability group) and asked (1) which personal factors and contextual factors were associated with peer aggression and peer victimization, and (2) which personal factors and contextual factors best predicted peer aggression and peer victimization. The main analyses indicated that children with ASD and OD experienced significantly greater rates of peer aggression than peers in the WD group. Additionally, the ASD and OD groups of children were more likely to experience peer victimization than the WD group.Peer aggression was correlated with autistic traits, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A multiple regression analysis indicated that the variable of anxious/depressed was the only variable that significantly contributed to the model and it accounted for approximately one-third of the variance. Caregivers whose children experienced peer victimization reported significantly higher scores in autistic characteristics, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A forward logistic regression analysis indicated that anxious/depressed was the only variable that predicted peer victimization. The multiple regression and forward logistic regression models produced for the combined ASD and OD group were similar to the models produced during the prior analyses for all three groups. Anxious/depressed was the only variable that significantly contributed to the multiple linear regression and forward logistic regression models. Contextual variables were not correlated with peer aggression or associated with peer victimization and they did not significantly contribute to the regression models.Special educationsbm2150Intellectual Disabilities-Autism, Health and Behavior StudiesDissertationsThe Relationships between Parenting Stress, Child Characteristics, Parenting Self-Efficacy, and Social Support in Parents of Children with Autism in Taiwanhttps://academiccommons.columbia.edu/catalog/ac:162294
Lai, Fanglin Jasminehttp://hdl.handle.net/10022/AC:P:20582Wed, 05 Jun 2013 09:22:06 +0000Children with autism often place increased demands on their families due to the nature of their disorders. Research has repeatedly shown that parents of children with autism experience higher levels of stress and lower levels of overall well-being than parents of children with other disabilities, or parents of typical children. Compared to research on Western families of children with autism, research on Taiwanese families is limited. In addition, the role of parenting self-efficacy and social support and their relationship with parenting stress has remained unclear in the field of autism. The purpose of this study was to compare parenting stress (as measured by the Parenting Stress Index and the Family Stress and Coping Interview-Adapted) in parents of primary school-age children with autism (6-12 years) and parents of adolescent children with autism (13-18 years) in Taiwan. This study also explored the relative contribution of the children's characteristics, including autism severity, communication skills, socialization skills, daily living skills, and problem behaviors, as well as parenting self-efficacy and social support in relation to parenting stress among parents of children with autism in Taiwan. Moreover, the mediating and moderating effects of parenting self-efficacy and social support on the relationship between behavior problems and parenting stress were also examined. Lastly, some qualitative data were reported at the end of this study to expand the understanding of the sources of stress that Taiwanese parents of children with autism may be experiencing.
A total of seventy-nine parents of children with autism between the ages of six and eighteen years old participated in the study. In addition to face-to-face interviews, the participants completed four self-report measures and a demographic questionnaire. The results of Independent Samples t-tests showed no significant differences on the two parenting stress measures between parents of school-aged children with autism and parents of adolescent children with autism in Taiwan. The results of correlational analyses revealed that parenting self-efficacy, social support, autism severity, and behavior problems were significantly correlated with parenting stress for Taiwanese parents of children with autism. Moreover, in stepwise regression analyses, parenting self-efficacy, social support, and behavior problems were found to be the best set of predictors of parenting stress for Taiwanese parents of children with autism. A series of multiple regression analyses indicated that both parenting self-efficacy and social support demonstrated partial mediation as they both mediated the relationship between behavior problems and parenting stress among Taiwanese parents of children with autism. However, both parenting self-efficacy and social support failed to moderate the relationship between behavior problems and parenting stress. Lastly, qualitative data were reported based on responses to an open-ended question requesting parents to list the most important aspects that they would like to see change in rearing their children with autism.Special educationIntellectual Disabilities-Autism, Health and Behavior StudiesDissertationsA Case Study of the Preventing Academic Failure Orton-Gillingham Approach With Five Students Who Are Deaf or Hard of Hearing: Using the Mediating Tool of Cued Speechhttps://academiccommons.columbia.edu/catalog/ac:161892
Montgomery, Jennifer Lynnhttp://hdl.handle.net/10022/AC:P:20572Tue, 04 Jun 2013 17:21:29 +0000Struggling deaf readers, like struggling readers with dyslexia, share similarities in their difficulty with phonemic awareness, decoding, fluency, vocabulary, and comprehension. Orton-Gillingham instruction is used to remediate these difficulties among hearing readers, but data is needed on its effectiveness with deaf students. Five subjects, who were severely deaf or hard of hearing, participated in a year long case study analyzing the impact of an Orton-Gillingham approach, supported with Cued Speech, on the development of their reading skills. Participants ranged from kindergarten to Grade 5, had additional learning, language, and socioeconomic challenges, and were mainstreamed in a public school district. Data were obtained in the fall, winter, and spring of one academic year from assessments (DRA, DIBELS, PAF), interviews with classroom teachers, and field notes. Results demonstrated that all five students made a year of growth, or more, on their reading achievement, similarly to expected yearly progress of students without disabilities. Results indicated that Orton-Gillingham instruction, supported with Cued Speech, may mitigate reading challenges among severely deaf or hard of hearing students in the mainstream. Additional studies are needed to verify the results in different educational settings.Special education, Reading instruction, EducationPhysical Disabilities, Health and Behavior StudiesDissertationsA Functional Analysis on the Effects of an Observational Intervention using a Peer-Yoked Contingency Game Board on the Induction of Observational Performance, Observational Acquisition and Naminghttps://academiccommons.columbia.edu/catalog/ac:161871
Gold, Lisa Daniellehttp://hdl.handle.net/10022/AC:P:20568Tue, 04 Jun 2013 15:05:31 +0000The purpose of this study was to test the effects of a peer-yoked contingency on the induction of observational performance, observational acquisition, and the Naming capability. In Experiment I, three male Kindergarten and first grade students diagnosed with disabilities were selected as target participants because they had the listener component of Naming but were missing observational performance, observational acquisition nor did they have the speaker component of Naming capability in repertoire. Peer participants, kindergarten to first grade males, were selected because observational performance was in repertoire but they did not have observational acquisition and speaker component of Naming in repertoire. A non-concurrent multiple probe across participants was used to measure target participants' and peer participants' acquisition of both types of observational learning, as well as Naming. The independent variable was a peer-yoked contingency game board involving an observational intervention requiring the target participants to observe the peer participant. The dependent variable was the target participants and peer participants responses to probe trials for observational performance, observational acquisition, and Naming. The results of Experiment I showed that the peer-yoked contingency game was effective for inducing observational performance, observational acquisition, and Naming for the target participants. The intervention was also effective in the induction of observational performance, observational acquisition, and Naming for the peer participants. Experiment II was then conducted to further test the effects of the peer-yoked contingency game board. The target participants in Experiment II were four preschool aged children diagnosed with as a preschooler with a disability and who did not have in repertoire observational performance, observational acquisition, and Naming. Four preschool aged children served as peer participants during the observational intervention because they had observational performance in repertoire and the listener component of naming but were missing observational acquisition and speaker component of Naming. The dependent variable was the same as in Experiment I. The independent variable in Experiment II was the peer-yoked contingency game board with the reinforcement of duplicative behaviors. There were two types of conditions: No Peer (Peer was not present during the observational task); and Peer (Peer was present for the observational task). The results showed the No Peer condition did not increase either the target participants' or peer participants' responses to probe trials to criterion level for observational performance, observational acquisition, or Naming. The data from the Peer condition was effective in inducing capabilities for target participants and peer participants.Behavioral sciences, Education, Special educationApplied Behavior Analysis, Health and Behavior StudiesDissertationsActions and Names: Observing Responses and the Role of Multiple Stimulus Control in Incidental Language Acquisitionhttps://academiccommons.columbia.edu/catalog/ac:161688
Cahill, Clairehttp://hdl.handle.net/10022/AC:P:20513Thu, 30 May 2013 16:45:29 +0000The present research focuses on the possible relation between observing responses and language acquisition. In the first of three experiments, preschool aged participants with and without disabilities were presented with the opportunity to observe multiple aspects of a stimulus. A Naming experience was created in which the stimulus was presented with visual and auditory characteristics, such that the participant heard the name of an object while observing an action demonstrated with the object. The dependent variables measured which of those aspects selected out the participant's observing responses. The participants consistently acquired the actions associated with the objects, but produced fewer names as a speaker. The second experiment used alternating treatments with single case design to analyze the responses to stimuli presented with and without actions. Unconsequated probe trials of the dependent variables measured whether the participant acquired listener and speaker responses for the name of a stimulus, and whether the presence of an action improved or hindered acquisition of those responses to the stimulus. In the experimental action condition, participants acquired fewer speaker and listener responses to the stimuli. The results indicated that the visual-motor (action) aspects of the stimuli selected out the participants observing responses over the auditory (name) aspects of the stimulus. Consequently, the presence of an action hindered rather than facilitated incidental acquisition of names, suggesting the dominance of visual stimuli over auditory stimuli. In the third experiment, participants were selected who acquired listener responses to the stimuli in the experimental action condition, but did not readily acquire the speaker responses. The participants were presented with multiple exemplar instruction (MEI), which provided rotated opportunities to receive reinforcement for responding to the stimuli with action imitation, listener responses, and speaker responses to the stimuli. Following mastery of the MEI intervention, participants acquired both speaker and listener responses to novel sets of stimuli in the experimental action condition. The results suggest that rotated opportunities to emit multiple responses to a single stimulus in the presence of reinforcement can result in a shift of stimulus control such that new observing responses emerge that were not present before. The results are discussed in terms of conditioned reinforcement, observing responses, and incidental language acquisition. Evaluated as a whole, the findings from these experiments indicate that when an individual is provided with a specific instructional history, he or she can acquire additional responses to a stimulus, beyond the speaker and listener, as a result of the Naming experience.Behavioral sciences, Education, Special educationcsc37Applied Behavior Analysis, Health and Behavior StudiesDissertationsAn Investigation into the Skill Set of Speech-Language Pathologists Working with Profoundly Deaf Children: A Study in Contexthttps://academiccommons.columbia.edu/catalog/ac:161649
Veyvoda, Michellehttp://hdl.handle.net/10022/AC:P:20496Thu, 30 May 2013 15:30:09 +0000This study explored the skill sets possessed by speech-language pathologists working with profoundly deaf children in three types of settings (state-funded "4201" schools for the deaf, Board of Cooperative Educational Services programs, and local school districts) throughout New York State. The phenomenological method of inquiry was utilized to investigate these skill sets within the varying contexts of speech pathologists' work environments and the deaf students within those settings. Fourteen speech-language pathologists were interviewed for this study; data was triangulated by the collection of responses to case studies and field notes. When possible, supervisors of participants were interviewed as well. Results demonstrated that speech pathologists working with the deaf population possess numerous specialized skills, to varying degrees, depending on the context within which they practice. Findings have implications both for clinical preparation and practice, as well as for education planning and policy in New York State.Speech therapy, Special education, Education policymav2127Physical Disabilities, Health and Behavior StudiesDissertationsMathematical Word Problem Solving of Students with Autism Spectrum Disorders and Students with Typical Developmenthttps://academiccommons.columbia.edu/catalog/ac:174825
Bae, Young Sehhttp://hdl.handle.net/10022/AC:P:20457Fri, 24 May 2013 09:51:27 +0000Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development - Young Seh Bae - This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically developing students in fourth and fifth grade, who were comparable on age and IQ (greater than 80). The factors examined in the study were: word problem solving accuracy; word reading/decoding; sentence comprehension; math vocabulary; arithmetic computation; everyday math knowledge; attitude toward math; identification of problem type schemas; and visual representation. Results indicated that the students with typical development significantly outperformed the students with ASDs on word problem solving and everyday math knowledge. Correlation analysis showed that word problem solving performance of the students with ASDs was significantly associated with sentence comprehension, math vocabulary, computation and everyday math knowledge, but that these relationships were strongest and most consistent in the students with ASDs. No significant associations were found between word problem solving and attitude toward math, identification of schema knowledge, or visual representation for either diagnostic group. Additional analyses suggested that everyday math knowledge may account for the differences in word problem solving performance between the two diagnostic groups. Furthermore, the students with ASDs had qualitatively and quantitatively weaker structure of everyday math knowledge compared to the typical students. The theoretical models of the linguistic approach and the schema approach offered some possible explanations for the word problem solving difficulties of the students with ASDs in light of the current findings. That is, if a student does not have an adequate level of everyday math knowledge about the situation described in the word problem, he or she may have difficulties in constructing a situation model as a basis for problem comprehension and solutions. It was suggested that the observed difficulties in math word problem solving may have been strongly associated with the quantity and quality of everyday math knowledge as well as difficulties with integrating specific math-related everyday knowledge with the global text of word problems. Implications for this study include a need to develop mathematics instructional approaches that can teach students to integrate and extend their everyday knowledge from real-life contexts into their math problem-solving process. Further research is needed to confirm the relationships found in this study, and to examine other areas that may affect the word problem solving processes of students with ASDs.Special education, Mathematics educationysb2102Intellectual Disabilities-Autism, Health and Behavior StudiesDissertationsThe Functional Relation Between the Onset of Naming and the Joining of Listener to Untaught Speaker Responseshttps://academiccommons.columbia.edu/catalog/ac:161500
Tullo, Lisa Dawnhttp://hdl.handle.net/10022/AC:P:20444Thu, 23 May 2013 13:30:06 +0000In Experiment I, the experimenter selected 13 developmentally delayed preschool students without Naming to test for speaker and listener vocabularies. This affirmed the independence of speaker and listener vocabularies, as evidenced by a significantly larger listener vocabulary than speaker vocabulary. Six participants were selected from Experiment I to participate in Experiment II. None of the participants had the full Naming capability at the onset of the study. Multiple exemplar instruction across speaker and listener responses was implemented to induce Naming in these participants. A non-concurrent multiple probe design across participants was implemented to test for the emergence of speaker responses for stimuli the participants could only respond to as a listener prior to the acquisition of Naming. Within this design was a nested non-concurrent multiple probe design to test the effect of multiple exemplar instruction on the induction of Naming. Following the acquisition of Naming the experimenter re-tested listener and speaker responses finding that the participants could respond as a speaker to the stimuli they previously could only respond to as a listener. Five of six participants acquired approximately 70% or greater untaught responses following the acquisition of Naming. One participant acquired approximately 30% of untaught speaker responses following the acquisition of Naming.Behavioral sciences, Special educationldt2114Applied Behavior Analysis, Health and Behavior StudiesDissertationsThe Relation Between Components of Naming and Conditioned Seeinghttps://academiccommons.columbia.edu/catalog/ac:161479
Shanman, Derekhttp://hdl.handle.net/10022/AC:P:20435Thu, 23 May 2013 12:41:11 +0000In two experiments, I tested for the presence of conditioned seeing as a measureable behavior, which was measured by participants' accuracy in drawing a stimulus, and how this behavior was related to the demonstration of the naming capability. In Experiment 1, participants demonstrated a correlation between drawing responses and speaker responses in a test for naming (i.e., incidental learning of language) (r(10) = .702, p less than .02) . In Experiment 2, I tested for the effects of using a delayed phonemic response teaching intervention on the acquisition of the drawing responses. There were twelve participants in Experiment 1, six of whom then continued on to Experiment 2. In Experiment 2, I used a non-concurrent multiple probe across participants to test the effects of the phonemic response intervention on the numbers of correct listener, speaker, and drawing responses. The independent variable was the delayed phonemic response intervention to control for the presence of the names of the stimuli, which would be necessary for the demonstration of the speaker component of naming. Four of the six participants in Experiment 2 demonstrated both the acquisition of the speaker component of naming as well as the drawing responses as a function of the delayed phonemic response teaching intervention. All participants responded in one of three ways: 1) demonstrated both drawing responses and the speaker component of naming, 2) neither drawing responses nor the speaker component of naming or 3) drawing responses but not the speaker component of naming. There were no instances of the speaker component of naming without drawing responses. Results from Experiment 2 further supported the relation between these two variables suggesting the possibility that the drawing responses were a measure of conditioned seeing, and that the conditioned seeing behavior is related to the development of the naming repertoire as it pertains to visual object-name relations. Implications, limitations, and future avenues for research are discussed.Special educationdjs2170Applied Behavior Analysis, Health and Behavior StudiesDissertationsExpectations and Aspirations of Kuwaiti Fathers and Mothers Towards Transition Outcomes of Their Child with a Disability in Kuwaithttps://academiccommons.columbia.edu/catalog/ac:153201
Al-Jazzaf, Abrar M.http://hdl.handle.net/10022/AC:P:14871Wed, 10 Oct 2012 10:51:36 +0000There are many challenges that face individuals with disabilities and their families during the transition period from childhood to adulthood. As young adolescents exit high school many of their future transition options are influenced by their family context, especially the child's parents. This study investigates parents' expectations and aspirations for their children with disabilities in terms of transition outcomes in order to understand the needs of those parents in preparing their children as they exit school, and transition to adulthood in Kuwait, a country that has yet to address transition in its laws and policies on disabilities. The proposed study investigated parental expectations and aspirations in their child's preparation for transition. It also examined the role of some demographic variables found to be important in past research, such as parent's gender, age, education level, monthly income, child's gender, child's age, and degree of child's disability. These variables were examined in relation to Kuwaiti fathers' and mothers' transition expectations and aspirations in the following areas: future orientation, community resources, financial independence, employment, postsecondary education, residential and daily living, and social relationships. An overall finding of this study is that parents, who are younger in age, have lower income and education levels, and have a younger child with a less severe disability tended to have higher expectations and aspirations for their children with disabilities. Despite the older age of the fathers and their higher education and income levels compared to the mothers, both fathers and mothers had generally similar expectations and aspirations towards transition outcomes for their children with disabilities. However, mothers had higher aspirations for their child's social relationships than did the fathers, especially for their daughters. The best predictors for fathers' and mothers' expectations and aspirations for their children's transition outcomes included, fathers' education level, mothers' education level, mothers' income, child's age, and degree of child's disability. Parents' high expectations and aspirations for employment, postsecondary education, and social relationships were a promising theme as their children transitioned to adulthood. The results of this study have provided a framework for further research in the area of transition in Kuwait. Although transition is a vital area and concept that should influence national laws and policies, it still remains relatively new to Kuwait. This research study will potentially lead to an increased understanding of parents' needs for support services to guide them and their children to a smoother transition to adulthood.Special education, Middle Eastern studiesama2146Intellectual Disabilities-Autism, Health and Behavior StudiesDissertationsThe Induction of Emergent Relations in Children with Severe Cognitive and Language Delayshttps://academiccommons.columbia.edu/catalog/ac:146683
Howarth, Matthew Charleshttp://hdl.handle.net/10022/AC:P:13153Mon, 07 May 2012 10:35:38 +0000In three experiments I sought to experimentally test a source of emergent relations defined as transitivity by Stimulus Equivalence theory or as combinatorial entailment in Relational Frame Theory. In Experiment I, the participants were 4 children diagnosed with autism who also demonstrated significant cognitive and language delays, who were selected for the experiment because of their inability to demonstrate emergent/derived relations during baseline. A time-lagged multiple probe design was utilized to determine the effects of training of a frame of symmetry through the use of a cross modal matching procedure requiring the participants to match auditory stimuli to visual stimuli and conversely visual stimuli to auditory stimuli using a computer program. The dependent variables were the participant's responses to the emergent relations of transitivity/combinatorial entailment, post intervention, with a probe set and a novel set of stimuli, as well as the participant's rate of learning for tacts and textual responses. Three of four participants were able to demonstrate emergent relations following intervention. The participant who did not demonstrate derived relations lacked an echoic repertoire. In Experiment II, I built on the findings of Experiment I to determine if derived relations could be taught visually, without the use of language. Three males with severe language disorders, who did not display emergent relations during baseline, participated in the experiment. A time-lagged multiple probe design, with counterbalanced probes was used to determine the effects of multiple exemplar training across visual relations. The dependent variable was the participant's responses to emergent relation probes following intervention. None of the participants were able to demonstrate derived relations after visual symmetry training. In the third experiment, the same participants and materials were used as Experiment II, however, in Experiment III, a tact was taught for each of the stimulus sets in order to determine the role of the tact in emergent relations. A time lagged multiple probe design, with counterbalanced probes was used. The dependent variable was again participant's responses to emergent relation probes following tact training. All 3 participants were able to demonstrate derived relations with the probe and novel set of stimuli following intervention. Results of all three experiments suggest that both bi-directional/symmetrical relations and verbal operants are necessary for derived relations.Behavioral sciences, Special educationmch54Applied Behavior Analysis, Health and Behavior StudiesDissertationsPreparing Teachers in Autism Spectrum Disorders: Reflections on Teacher Qualityhttps://academiccommons.columbia.edu/catalog/ac:146193
Mazin, Amandahttp://hdl.handle.net/10022/AC:P:13013Tue, 17 Apr 2012 11:34:31 +0000The number of students receiving educational services under the classification of autism is increasing (Sack-Min, 2008; Center for Disease Control Autism and Developmental Disabilities Monitoring Network, 2007; Dymond, Gilson, Myran, 2007; Fitzgerald & Ryan, 2006). There is a need to provide better educational opportunities for individuals with autism spectrum disorders (ASD) in schools. One of the clearest needs in the field is to increase the number of well-prepared professionals to work with children and their families. (Simpson, LaCava, Graner, 2004; Palmer, Blanchard, Jean & Mandell, 2005). Learners with ASD can be expected to acquire vital skills, knowledge, and behaviors only when educators are able and willing to adopt and properly use effective practice strategies and methods (Lerman, Vorndran, Addison & Contucci Kuhn, 2004). A Two-Phase Sequential Exploratory Mixed-Method design was used in this study. In the first qualitative phase, seven experts in the field of ASD and teacher education were interviewed to explore the phenomenon quality special education teachers of students with ASD, particularly the areas of knowledge, skill and characteristics. The results of this phase were used to develop a battery of measurement instruments that were used in the second, quantitative phase of the study. During the second phase, 112 special education teachers of students with ASD were surveyed, using the instruments developed in phase one, to investigate correlations and predictive relationships between the dependent variables knowledge of ASD, skill, characteristics quality, self-efficacy and the independent variables number of courses in ASD, highest degree reported, type of certification/endorsement, number of years of professional experiences working with individuals with ASD, number of years of professional experience working with individuals with disabilities, number of students with ASD worked with in professional career, number of current students with ASD, number of years since received highest degree, and self-reported effectiveness of preparation. Correlations and hierarchical regressions for all dependent variables were conducted. Results indicated the best predictors of knowledge of ASD for special education teachers of students with ASD were: number of courses in ASD; highest degree reported; number of years of professional experience working with individuals with ASD; and number of students with ASD worked with in professional career. The best predictors of skill were: number of courses in ASD; number of years of professional experience working with individuals with ASD; and self-reported effectiveness of preparation. The best predictors of self-efficacy were: number of courses in ASD and number of years of professional experience working with individuals with ASD. Lastly, the best predictors of quality special education teachers of students with ASD were determined to be the number of courses in ASD and self-reported effectiveness of preparation.Special education, Teacher educationanl2105Intellectual Disabilities-Autism, Health and Behavior StudiesDissertationsThe Effects of Imitation Instruction Using a Mirror on the Emergence of Duplicative Responses by Preschool Students Diagnosed with Developmental Delayshttps://academiccommons.columbia.edu/catalog/ac:144600
Moreno, Jalene Donicahttp://hdl.handle.net/10022/AC:P:12567Wed, 15 Feb 2012 15:54:09 +0000Using pre- and post-intervention non-concurrent multiple probe designs across participants, I conducted 2 experiments that tested the effects of imitation instruction using a mirror on the emergence of both basic and advanced forms of generalized imitation (GI) involving physical actions with preschool students diagnosed with developmental delays. Experiment I was first conducted to test the effectiveness and efficiency of using a mirror to induce GI with 4 young developmentally delayed preschoolers. The dependent variable was the number of untaught, unconsequated basic physical imitative responses (e.g., nodding head) emitted by participants prior to and following intervention conditions while directly facing the experimenter. The independent variable involved teaching basic imitative actions (e.g., clapping hands) while looking at an adult perform the actions in a mirror until a mastery criterion was met. The results of Experiment I showed that a functional relationship was demonstrated between mastering the imitation of basic physical actions using a mirror and the emergence of GI for all 4 participants. Experiment II was then conducted to further examine the effectiveness and efficiency of using a mirror to induce more advanced forms of GI with older preschoolers diagnosed with developmental delays as well as examine the effects of the absence and presence of advanced GI on the rate of participant learning after an adult provided a how-to demonstration. The primary dependent variable was the number of instructional sessions required for each participant to meet a mastery criterion on a novel dressing skill before and after the participants acquired GI. The second dependent variable was participant responding during block structure duplication and transcription tasks before and after the participants acquired all advanced forms of GI at mastery level. The independent variable was the induction and/or presence of advanced, mastery level GI using mirror imitation instruction across bodily actions (e.g., gross motor, fine motor, oral motor, and multiple-step motor actions). The results of Experiment II showed that the presence of mastery level GI accelerated learning for all 4 participants, which may have facilitated the participants' capability of learning through demonstration.Special educationjds2145Health and Behavior StudiesDissertationsEffects of Mastery of Auditory Match-to-Sample Instruction on Echoics, Emergence of Advanced Listener Literacy, and Speaker as Own Listener Cusps by Elementary School Students with ASD and ADHDhttps://academiccommons.columbia.edu/catalog/ac:143073
Choi, Jinhyeokhttp://hdl.handle.net/10022/AC:P:12165Tue, 10 Jan 2012 14:33:18 +0000I tested the effects of mastery of an advanced auditory match-to-sample (MTS) instruction on the emission of full echoic responses, and the emergence of advanced listener literacy and speaker-as-own-listener cusps. In two experiments, an advanced auditory MTS instruction was implemented, in which the auditory MTS Flash® instructional program displayed a computer screen containing one button at the top center of the screen and two buttons below it in the bottom corners of the screen. The top button produced the sample word or phrase, and the two buttons located below produced the exemplar and non-exemplar word or phrase. In the advanced auditory match-to-sample instruction, the participant mastered MTS for words or phrases. In Experiment 1, a counterbalanced delayed multiple probe across participants design was implemented to test the effects of mastery of an advanced auditory MTS instruction on the emergence of advanced listener literacy and Naming, and the emission of full echoic responses. In Experiment 2, a time lagged multiple probe across participants design was implemented to test the effects of mastery of the advanced auditory MTS instruction on the emergence of advanced listener literacy and speaker-as-own-listener cusps (i.e., Naming, say-do correspondence, and self-talk). In addition, Experiment 2 investigated the potential sources of the emergence of advanced listener literacy and speaker-as-own-listener cusps using the probe procedure to identify the degree of conditioned reinforcement for voices. Full echoic responses across all participants significantly improved as a function of the advanced auditory MTS instruction. In Experiment 1, two out of four participants achieved full Naming. In Experiment 2, one out of three participants achieved full Naming. Two participants' self-talk and say-do correspondences significantly increased. Mastery of the protocol also resulted in increased reinforcement for choosing to listen to recorded speech.Special education, Educational psychology, Linguisticsjc2785Applied Behavior Analysis, Health and Behavior StudiesDissertationsThe Effects of Mirror Instruction on the Emergence of Generalized Imitation of Physical Movements in 3-4 Years Olds with Autismhttps://academiccommons.columbia.edu/catalog/ac:141637
Du, Linhttp://hdl.handle.net/10022/AC:P:11782Wed, 09 Nov 2011 15:00:01 +0000I tested the effects of teaching imitation using a mirror on the emergence of generalized imitation (GI) of physical movements by children with autism. I first tested if 128 adults, from 19 to 56 years old, emitted mirrored or non-mirrored responses in GI, because this had been a point of theoretical debate and little data were available. I found that typical adults emitted both mirrored and non-mirrored responses during the GI probe. Accordingly, topographically correct non-mirrored or mirrored responses were considered correct for Experiment Two. In the second experiment, using a combined experimental-control group design with a "nested" non-concurrent multiple probe design across participants, I compared a mirror-trained group (3 children, ages 3 to 4 years olds) and a non-mirror (face-to-face) trained group (3 children, ages 3 to 4 years olds), controlling for the amount of instruction and maturation. The dependent variable was the numbers of correct untaught imitative responses during face-to-face pre and post intervention probe sessions, and the independent variable was the mirror training. The results show that the mirror instruction facilitated in the emergence of GI in all 3 children with autism in the mirror-trained group: their controls that received the same amount of instruction face-to -face did not. I concluded that mirror training resulted in reinforcement of the duplication production and non-mirror training reinforced individual movements.Special educationApplied Behavior Analysis, Health and Behavior StudiesDissertationsEffects of Social Reinforcement Versus Tokens on the Spontaneous Speech of Preschoolershttps://academiccommons.columbia.edu/catalog/ac:132921
Eby, Carly Moherhttp://hdl.handle.net/10022/AC:P:10442Thu, 26 May 2011 12:23:10 +0000Two studies were conducted on the effects of different reinforcement contingencies on the emission of verbal operants by preschoolers. Six participants, 3 females and 3 males, 3- to 4-years old, were selected to participate in Experiment I. Six participants, 5 females and 1 male, 2- to 4-years-old, were selected for Experiment II. In Experiment I, the effects of contingent tokens versus contingent adult attention were tested on the number of tacts emitted in three different experimental settings, using an alternating treatment design. In Experiment II, the effects of contingent tokens versus contingent adult attention were tested on the number of tacts per minute and the percentage of peer-to-peer conversational units. The results from both experiments showed that these participants emitted tacts more frequently with contingent social attention than with contingent tokens. In addition, in Experiment II, peer-to-peer conversational units were low when adult attention was available and increased when adult attention was withheld. Implications of these results include, tacts are maintained specifically by social reinforcers, not simply generalized conditioned reinforcers (i.e., tokens). Thus, special attention must be paid when selecting reinforcers for teaching tacts so that the desired function is taught. Moreover, deprivation of adult-attention appears to function as a motivating operation for enhancing the value of attention from peers.Educational psychology, Special educationcam2174Applied Behavior Analysis, Health and Behavior StudiesDissertationsThe Montessori Method's Use of Seguin's Three-Period Lesson and Its Impact on the Book Choices and Word Learning of Students Who Are Deaf or Hard of Hearinghttps://academiccommons.columbia.edu/catalog/ac:131983
Jackson, Rebecca L. W.http://hdl.handle.net/10022/AC:P:10320Tue, 10 May 2011 16:46:58 +0000It has been well established in the literature that the acquisition of literacy presents a significant challenge for most students who are deaf or hard of hearing (Allen, 1986; Babbini &amp; Quigley, 1970; Holt, 1993; Lane & Baker, 1974; Marschark, Lang, & Albertini, 2002; Moog & Geers, 1985; Traxler, 2000; Trybus & Karchmer, 1977). Vocabulary, which has been identified as one of the critical skills necessary for reading (NRP, 2000), is an area of language acquisition in which students with hearing loss demonstrate particular weakness (Davey & King, 1990; Gilbertson & Kamhi, 1995; LaSasso & Davey, 1987; Paul & Gustafson, 1991; Paul & O'Rourke, 1988). The Montessori Method uses Seguin's three-period lesson as a way to introduce new words to students. The individualization provided by the three-period lesson, as well as the simplicity of language and lack of feedback involved all hold potential benefit for students who are deaf or hard of hearing. While little research has been conducted on the book choices of students, King and Quigley (1985) demonstrated that text difficulty is less important when students have a high level of interest in a book. In theory, increasing student interest in a book by using it in book share sessions and teaching some of the unknown words may make that book more accessible to students. The current study examined the impact of book share sessions, as well as two different types of vocabulary instruction on the book choices and word learning of students. Six students from a first-grade classroom in a school serving students who are deaf participated in this study. A mixed-model design with alternating treatments employing the framework of qualitative analyses and single-subject design was used. The dependent variables were book choice and long-term retention of vocabulary items. The independent variable was the type of vocabulary instruction. While the data showed no impact of any intervention on participants' book choices, five of six participants retained more words taught to them using the Montessori Method than those taught to them using traditional direct instruction. The study also demonstrated the efficiency of the Montessori Method in teaching vocabulary as compared with direct instruction that included verbal feedback and tangible reinforcement.Special education, Early childhood education, Educationrlj2112Physical Disabilities, Health and Behavior StudiesDissertationsThe Effects of the Acquisition of Conditioned Reinforcement for Adult Faces and/or Voices on the Rate of Learning and Attention to the Presence of Adults . . .https://academiccommons.columbia.edu/catalog/ac:132942
Maffei-Lewis, Jacquelinehttp://hdl.handle.net/10022/AC:P:10315Tue, 10 May 2011 13:51:37 +0000I conducted two experiments to test the effects of the acquisition of conditioned reinforcement for observing adult faces and conditioned reinforcement for listening to adult voices on rate of learning and attention to the presence of adults using a delayed multiple probe design across participants and behaviors. In Experiment 1, two participants with autism spectrum disorders (ASD) participated and the dependent variables were: (1) learn-units-to-criterion across speaker and listener programs based on 1000 learn units respectively (2) attention to the presence of adults prior to and following pre- and post-intervention probe sessions. The independent variable was the acquisition of conditioned reinforcement for observing the human face and the acquisition of conditioned reinforcement for listening to adult voices using the conjugate stimulus-stimulus pairing protocol. In Experiment 2, there were four participants in this study diagnosed with ASD. The dependent variables were learn units to criteria across speaker and listener programs, observing responses, and verbal operants emitted by the participants across three settings. In Experiment 1, the results showed Participant A's rate of learning accelerated after the first intervention and decreased after the second intervention. Participant A's attention to the presence of adults increased after the first intervention and slightly decreased after the second. For Participant B when the acquisition of conditioned reinforcement for faces and conditioned reinforcement for listening to voices were in repertoire rate of learning and attention to the presence of adults accelerated. In Experiment 2, the results indicated that the acquisition of conditioned reinforcement for observing adult faces and/or voices increased rate of learning, attending to adults present in the environment, and verbal operants for all four participants.Early childhood education, Behavioral sciences, Special educationjm836Applied Behavior Analysis, Health and Behavior StudiesDissertationsA Functional Analysis of the Effects of the Induction of Naming and Observing Teacher-Modeling on Accelerated Learning of Academic Skills for Children with Autismhttps://academiccommons.columbia.edu/catalog/ac:131435
Corwin, Alisonhttp://hdl.handle.net/10022/AC:P:10235Fri, 29 Apr 2011 11:16:43 +0000I tested the effects of the absence and presence of Naming on rate of learning when teacher modeling was part of an instructional procedure. A time-lagged multiple probe design across matched pairs of participants was implemented. Eight elementary aged children with autism, ranging in age from 4 to 7 years old, were selected because they lacked Naming at the onset of the study. The dependent variable was the number of instructional trials, or learn units, required to master 6 mathematics curricular objectives: 3 prior to the emergence of Naming, and 3 following the acquisition of Naming. Each instructional session consisted of a teacher model, in which I demonstrated how to solve 2problems while the participant observed, followed by 20 learn units. Learn unit procedures following the teacher-model included positive reinforcement for correct responses and corrective feedback for incorrect responses. The independent variable in the study was the induction of Naming using multiple exemplar instruction (MEI) across listener and speaker responses. Following the emergence of Naming, 3 novel mathematics objectives were taught and rate of learning was measured. The participants' rate of learning under teacher modeling conditions was compared prior to the emergence of Naming, and following the acquisition of Naming. The results of the study showed accelerated learning for all 8 participants under teacher modeling conditions following the acquisition of the Naming capability.Special education, Educationamc2225Health and Behavior Studies, Applied Behavior AnalysisDissertations